This map shows the geographic impact of Ivor Goodson's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ivor Goodson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ivor Goodson more than expected).
This network shows the impact of papers produced by Ivor Goodson. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ivor Goodson. The network helps show where Ivor Goodson may publish in the future.
Co-authorship network of co-authors of Ivor Goodson
This figure shows the co-authorship network connecting the top 25 collaborators of Ivor Goodson.
A scholar is included among the top collaborators of Ivor Goodson based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Ivor Goodson. Ivor Goodson is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Goodson, Ivor. (2016). The Rise of the Life Narrative. Teacher education quarterly (Claremont, Calif.). 33(4). 7–21.10 indexed citations
4.
Goodson, Ivor, et al.. (2014). Dutch Students’ Democratic Narratives: ‘I know what democracy means, not what I think of it’. Cambridge Journal of Education.1 indexed citations
Goodson, Ivor. (2008). Schooling, curriculum, narrative and the social future. University of Brighton Repository (University of Brighton).6 indexed citations
7.
Biesta, Gert, et al.. (2008). Learning from life: The role of narrative.. Open Repository and Bibliography (University of Luxembourg).8 indexed citations
8.
Goodson, Ivor & Pik Lin Choi. (2008). Life History and Collective Memory as Methodological Strategies: Studying Teacher Professionalism. Teacher education quarterly (Claremont, Calif.). 35(2). 5–28.30 indexed citations
9.
Goodson, Ivor. (2007). Questionando as reformas educativas: a contribuição dos estudos biográficos na educação. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 18(2). 17–37.2 indexed citations
10.
Goodson, Ivor, Stephen J. Ball, & Meg Maguire. (2007). Education globalisation and new times. Routledge eBooks.12 indexed citations
11.
Biesta, Gert, et al.. (2005). Combining Life-History and Life-Course Approaches in Researching Lifelong Learning: Methodological Observations from the ‘Learning Lives’ Project.. Open Repository and Bibliography (University of Luxembourg).5 indexed citations
12.
Goodson, Ivor, et al.. (2005). Vad är professionell kunskap? : Förändrade värderingar av lärares yrkesroll.11 indexed citations
13.
Goodson, Ivor. (2003). Hacia un desarrollo de las historias personales y profesionales de los docentes. Revista mexicana de investigación educativa. 8(19). 733–758.34 indexed citations
14.
Goodson, Ivor. (2000). El profesional regido por principios.. 197–205.
15.
Goodson, Ivor. (1999). Das Schulfach als Handlungsrahmen : vergleichende Untersuchung zur Geschichte und Funktion der Schulfächer. Böhlau eBooks.10 indexed citations
16.
Goodson, Ivor. (1991). La construcción social del currículum : posibilidades y ámbitos de investigación de la historia del currículum. Revista de educación. 7–37.17 indexed citations
17.
Goodson, Ivor. (1990). Subjects for Study. A Research Agenda.. Journal of curriculum and supervision. 5(3).1 indexed citations
18.
Goodson, Ivor & Peter Medway. (1990). Bringing English to order : the history and politics of a school subject.42 indexed citations
19.
Goodson, Ivor. (1985). Social histories of the secondary curriculum : subjects for study.59 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.